Abstract
STUDENTS OFTEN have trouble conceptualizing certain phenomena in science. Traditional instructional media such as static illustrations, text, or video can be supplemented with computer animations in order to illuminate the concept for the learner. Some concepts must, by necessity, be depicted in this way in order to show processes or abstractions. The growing power of microcomputers and more user-friendly animation software have made in-house production of such animations a reality for the Iowa State University Biology program. Thirty scientific animations have been produced to date. This article explains how animations are developed from the conceptual drawing board to actual use in lecture halls and computer labs. Recommendations for the design, creation, and implementation of animations are outlined. Production is guided by practical technical considerations as well as instructional theory.
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ABOUT THE AUTHOR
Mark Windschitl has been the instructional technology coordinator for biology at Iowa State University for the past two and a half years. He has an M.S. in Research and Evaluation in Education and a Ph. D. in Curriculum and Instructional Technology. His research interests lie in the areas of using computer simulations to enhance learning and in constructivist educational philosophy. Dr. Windschitl develops multimedia and networking applications for biology instruction. Using computer-related technologies to facilitate college advising is the area of Dr. Windschitl’s most recent set of initiatives.
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Windschitl, M. Instructional animations: The in-house production of biology software. J. Comput. High. Educ. 7, 78–94 (1996). https://doi.org/10.1007/BF02948595
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DOI: https://doi.org/10.1007/BF02948595